Managing Intense Behavioral Outbursts in Schools: Innovative Digital Interventions for Student Self-Regulation and Teacher Support

Behavioral​‍​‌‍​‍‌ outbursts and emotional dysregulation have been the main problems in the field of education, specifically in the area of inclusive education, which has been the greatest concern for students with EBD (Emotional Behavior Disorder) and neurodevelopmental disorders. The traditional ways of handling such behaviors, for example, punishing through detention, suspension, or removal, have only led to the escalation of the issue, thus increasing the rate at which the students are excluded and become less engaged with academics. Conversely, the effectiveness of the interventions with the use of technology has given a new way to the behavioral support team on how to transition from the reactive and skills-based to the proactive mode. This article highlights the current empirical and theoretical research findings (2018-2025) on the role of digital tools in the promotion of self-regulation, empathy, and professional efficacy, among other things. Such tools include biofeedback wearables, AI-driven emotional analytics, virtual and augmented reality (VR/AR) simulations, and teacher digital coaching systems. Based on the research and intervention models of PBIS, SEL, and UDL presented in this paper, the use of these resources is a catalyst for the transformations in school culture that are necessary for emotional inclusion and psychological safety. The narrative literature review has been used as the methodology which has been done by integrating research findings from more than seventy peer-reviewed journal articles from the fields of education, psychology, and human–computer interaction. The conclusion is that through the use of a multimodal digital system, the incidences of bad behavior can be reduced to a great extent, self-awareness can be improved and teacher burnout can be lessened but only when the implementation is done ethically and with the provision of support by training. The article ends with the implications for the policy, design, and sustainable professional development which, among other things, speak about the equilibrium between technological advancement and human empathy that has to be maintained in the education ​‍​‌‍​‍‌ecosystems.